area term planner grade ten school year: 2013
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Código AREA TERM PLANNER GRADE TEN SCHOOL YEAR: 2013 - 2014 II TERM: 16/10/2013 – 12/12/2013 AREA: ENGLISH A: LANGUAGE AND LITERATURE HL RGAF-7-34 Página 1 de 4 Actualización 06/08/2013 GRADE: TEN GOALS The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The following are the Area goals for the two-year Program: 1. Introduce students to a range of texts from different periods, styles and genres 2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. Develop the students’ powers of expression, both in oral and written communication 4. Encourage students to recognize the importance of the contexts in which texts are written and received 5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts 7. Promote in students an enjoyment of, and lifelong interest in, language and literature. 8. Develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts 9. Encourage students to think critically about the different interactions between text, audience and purpose. GOALS - To prepare and deliver an oral presentation about the socio-cultural context of a literary work assessed under two (4) criteria: Knowledge and understanding of the text or extract, Understanding of the use and effects of literary features, Organization, and Language. To demonstrate an ability to interact in conversations by expressing ideas and opinions in English in a respectful manner. To apply reading strategies such as predicting, summarizing, questioning, clarifying, and evaluating to improve comprehension. To write a 800 – 1000 words comparative textual analysis of two passages assessed under the following criteria: Understanding and comparison of the texts, Understanding of the use and effects of stylistic features, Organization and development, and Language To identify and review the use and application of degrees of comparison, passive voice, DESCRIPTION OF PLANNER FEATURES TOPIC: It must be worded just like each subject guide presents it (DP) by using each guide’s specific nomenclature. For instance; 1.1 Statistics. As far as MYP is concerned, wording should follow the institutional contents sequence. WEEK OR TIME (Class by class dates must be written here. For some subjects this happens on a weekly basis; for some others, on a daily basis. These times are flexible according to the subject. APPROACHES TO LEARNING (ATL): Use the ATL skills areas mentioned in the “MYP: From Principles into Practice” guide, found in the OCC. -Organization: What organizational tools do I have? What aspects of my organization do I need to develop? How can I best organize myself? -Collaboration: How do I work with others? What successes have I had when I have worked with others? How can I work with others; how can they work with me? -Communication: What communication tools do I use? Which ways of communicating do I need to improve on? How can I better communicate my understanding? -Information Literacy: How can I access information? How do I know if the information is reliable? What will I do with this information? -Reflection: How do I reflect? How have my reflections helped me learn? What other reflection tools and resources can help me? -Thinking: How do I think? What tools can help me think in different ways? What planning tools do I have? -Transfer: What are the “big ideas” of each of the different subjects? Do the big ideas of the subjects overlap? How can I use my knowledge, understanding and skills across subjects? ACTIVITIES: List of activities to be carried out and their methodology. For instance, debates, exhibitions, SmartBoard class, Power Point presentations, blogs, websites, simulations, readings, etc. ASSESSMENT: The students need to know the assessment criteria that will be used to evaluate their performance. Information on assessment must be given term by term. Students should be encouraged to reflect upon their own learning process through self-assessment and peer-assessment. Records of learning evidence must be kept to allow for reflection, so that students are able to reflect upon their achievements and to explain them in front of others. Evidence records allow both students and their teachers to assess progress in terms of knowledge, abilities, and understanding. GIMNASIO FEMENINO - SISTEMA DE GESTIÓN DE CALIDAD - COPIA NO CONTROLADA Este documento es vigente desde su emisión o actualización, si ha sido modificado. El usuario debe verificar la última versión en el directorio SGC y cumplir la política de confidencialidad de los documentos. Fecha de impresión 24/10/2013 11:09 Código AREA TERM PLANNER GRADE TEN SCHOOL YEAR: 2013 - 2014 II TERM: 16/10/2013 – 12/12/2013 RGAF-7-34 Página 2 de 4 Actualización 06/08/2013 IB LEARNING PROFILE: These are the attributes that can be found in the DP guide available on the OCC. They will be evident in class. WEEK OR TIME WEEK 1 CLASS 1 Oct 21 – Oct 25 TOPIC FEEDBACK PORTFOLIO CORRECTION APPROACHES TO LEARNING (ATL) Organization Thinking Reflection Transfer WEEK 1 CLASS 2. Oct 21 – Oct 25 READING CRITICALLY: PAPER 1 Thinking Reflection Transfer WEEK 2 CLASS 1 Oct 28 – Nov 1 TIPS FOR WRITING A SUCCESSFUL PAPER 1 Communication Thinking Transfer WEEK 2 CLASS 2. Oct 28 – Nov 1 DISCUSSION ON THE PICTURE OF DORIAN GRAY Communication Transfer WEEK 3 CLASS 1 Nov 4 – Nov 8 TECHNOLOGY AND THE WORD WEEK 3 CLASS 2. Nov 4 – Nov 8 WEEK 4 CLASS 1 Nov 11 – Nov 15 ACTIVITIES/ASSESSMENT Students’ individual SWOT chart. Portfolio correction in groups of four Individual reading of Chapter 16 of Dorian Gray PUTTING IT ALL TOGETHER Reading Critically: ways we can question a visual or written text. Pp. 44 – 45 Paper 1 practice: compare two texts by taking into account both a critical literal approach, and an aesthetic one. Pp .49 – 50. Homework: Find out about what Louise Rosenblatt says about aesthetic and efferent perspectives to reading. Prepare graphic organizer synthesizing information found. RC1 Eight Writing Tips. http://www.englishalanglit-inthinking.co.uk/skills/8-writing-tips.htm. The big 5. http://www.englishalanglit-inthinking.co.uk/skills/the-big-5.htm Paper 1 Practice. Tips application on Chapter 16 of Dorian Gray Homework: Writing Coach Unit 75 IB LEARNING PROFILE Thinkers Reflective Thinkers Reflective Communicative Communicative Knowledgeable Inquirers Dorian Gray Read-Aloud: Chapters 17 and 18 Paper 1 Practice: Aesthetic and efferent analysis of these chapters. Writing Coach Quiz Unit 75 WP1 Information Literacy Transfer The role of technology to the study of humanities. Pages 67 and 68. Answer questions. RC2 Writing Coach Units 76, 77, 78, 79, 80 READING, LISTENING, AND VIEWING: THE DEATH OF THE AUTHOR Thinking Transfer Collaboration Excerpt of “The Death of the Author” Page 69. Active reading: moving to a critical reading of texts. Pages 70 – 75. Design graphic organizer. RC3 Read Aloud: Chapters 19 and 20 Dorian Gray Caring Principled DORIAN GRAY FINAL QUIZ. PAPER 1 MOCK Communication Dorian Gray final quiz. Chapters 16 – 20. RC4 Writing Coach Quiz Units 76, 77, 78, 79, 80 WP2 Commentary on two texts (visual and written). Page 75. WP3 Knowledgeable Communicators Knowledgeable Communicators Thinkers Inquirers GIMNASIO FEMENINO - SISTEMA DE GESTIÓN DE CALIDAD - COPIA NO CONTROLADA Este documento es vigente desde su emisión o actualización, si ha sido modificado. El usuario debe verificar la última versión en el directorio SGC y cumplir la política de confidencialidad de los documentos. Fecha de impresión 24/10/2013 11:09 Código AREA TERM PLANNER GRADE TEN SCHOOL YEAR: 2013 - 2014 II TERM: 16/10/2013 – 12/12/2013 WEEK 4 CLASS 2. Nov 11 – Nov 15 THE CATCHER IN THE RYE INTRODUCTION Information Literacy Thinking Transfer THE CATCHER IN THE RYE ONLINE SEARCH Information Literacy Thinking Transfer THE CATCHER IN THE RYE PRESENTATIONS Communication Organization Transfer CONFORMITY AND REBELLION IN TEENAGERS IN THE 50S. USA. Organization Collaboration Transfer WEEK 6 CLASS 2. Nov 25 – Nov 29 CATCHER: CHAPTER 2 SKITS Organization Communication Collaboration Transfer WEEK 7 CLASS 1 Dec 2 – Dec 6 CATCHER: HOLDEN’S FIGHT WITH STRADLATER WEEK 5 CLASS 1 Nov 18 – Nov 22 WEEK 5 CLASS 2. Nov 18 – Nov 22 WEEK 6 CLASS 1 Nov 25 – Nov 29 RGAF-7-34 Página 3 de 4 Actualización 06/08/2013 Class debate on adolescence issues. LS1 Online research on the context of The Catcher in The Rye. a. Biography of JD Salinger b. What was going on in the literary world of the USA in the 50s? c. US high school system in the 50s d. Conformity in US society post WWII e. Social Engineering Thinkers Inquirers Risk-Takers Students continue to research online at the computer labs. Writing Coach Unit 81, 82, 83. Thinkers Inquirers Risk-Takers Presentations on the context of The Catcher in the Rye are carried out. LS2 Balanced Knowledgeable Communicators Risk-takers Organization Communication Collaboration Transfer Vocabulary exercise: Students sort out words related to the issues of conformity and phoniness illustrated all along The Catcher in the Rye. Social Engineering Short Film. Students watch this clip and debate it. Homework: Students read first three chapters of the book and identify ideas of conformity and phoniness as described by Holden. The students get in 10 groups. Each one gets a mini-excerpt of a dialogue in Chapter 2 between Holden, Mr. Spencer. They will spend 15 minutes to stage their performances. LS3 After each skit is over, the class discusses whether Holden’s reactions can be considered as phony or conformist. Homework: Students read the next three chapters of the book and write down the name of a character whom Holden would identify as a fraud, liar, or phony, or someone who is true and/ or sincere, and one or two sentences explaining why they believe the character deserves that distinction. The class is asked to bring props and costumes to produce a one-minute short film depicting Holden’s fight with Stradlater. Focus will be on the emotions stirred up in the argument as subtexts. 50 minutes. The short films are projected, and then some reflection questions are discussed. 50 minutes. LS4 Homework: Students read the next three chapters of the book. Caring Inquirers Balanced Risk-takers Open-minded Communicators Balanced Risk-takers Open-minded Communicators GIMNASIO FEMENINO - SISTEMA DE GESTIÓN DE CALIDAD - COPIA NO CONTROLADA Este documento es vigente desde su emisión o actualización, si ha sido modificado. El usuario debe verificar la última versión en el directorio SGC y cumplir la política de confidencialidad de los documentos. Fecha de impresión 24/10/2013 11:09 Código AREA TERM PLANNER GRADE TEN SCHOOL YEAR: 2013 - 2014 II TERM: 16/10/2013 – 12/12/2013 WEEK 7 CLASS 2. Dec 2 – Dec 6 WEEK 8 CLASS 1. Dec 9 - 13 WEEK 8. CLASS 2. Dec 9 - 13 TRACING MOTIFS: CHAPTERS 1 - 9 Thinking Information Literacy Transfer TERM TEST Organization Thinking Transfer TERM TEST Organization Thinking Transfer 06/08/2013 Students are given a list of motifs identified in the first nine chapters of the book. Students are asked to pair-off and choose one motif to be traced in order to find and share patterns. RC5 / WP4 Motifs: - The Red Hunting Cap - death/kill/die - cigarettes - sex- Phony/pervert/screwball – money - Ducks in Central Park - blood - madness/madman/fiend - moron - games/sports Inquirers Thinkers Thinkers Reflective Knowledgeable TERM TEST PREPARATION TERM TEST Paper 1 Mock. WP5 (30%) The Catcher in The Rye Chapter 1 - 9. RC6 (30%) Overall class contributions. LS5 (30%) Thinkers Reflective Knowledgeable AREA HEAD Name ACADEMIC DIRECTOR AND IB COORDINATOR Name Diego Cortés Velandia Signature Página 4 de 4 Actualización TEACHER Name RGAF-7-34 Carlos Boix Signature Andrea Rueda Acosta Signature GIMNASIO FEMENINO - SISTEMA DE GESTIÓN DE CALIDAD - COPIA NO CONTROLADA Este documento es vigente desde su emisión o actualización, si ha sido modificado. El usuario debe verificar la última versión en el directorio SGC y cumplir la política de confidencialidad de los documentos. Fecha de impresión 24/10/2013 11:09
